FAQs

How does gifted work in APS? What are the strands addressed in the program?

Gifted Education falls under the umbrella of Special Education in the state of New Mexico and because of this your child is provided X hours weekly of differentiated gifted instruction. We expect each student to attend accordingly. If problems or issues arise (e.g. the student falls behind in the regular classroom), we can hold a new I.E.P. meeting at any time and discuss possible scheduling changes or other modifications. A student may withdraw from the program and return the next year or any future year. Every learner is different. The regular education teachers work with us to differentiate for each student and we likewise modify our gifted services to meet the individual’s needs.

What are the goals of gifted education?

Learners in the Extension program have goals based on the Gifted Strands provided by APS.

These include:

1.             Critical Thinking (problem solving, analysis, synthesis)

2.             Creativity (flexibility, risk taking, elaboration)

3.             Social Skills (cooperation, tolerance, independence)

4.             Leadership (responsibility, dependability)

5.             Interest Development (exploration, research)

 What do learners do in Extension?

We do short-term and long-term whole-group classes.  These classes provide a vehicle to teach critical and creative thinking skills, and the subject matter can be almost anything – recent classes have studied paper engineering, computer coding, Hands-On Equations, creative writing, world cultures, and simulations. There is often a project or problem to be completed with each class. Students will also be involved in a variety of independent projects that align to both student interest as well as their areas of strength.  We try to vary all of our week’s activities so that at different times each student gets to work with the whole group, a small group and independently. While we encourage our learners towards independence, we also feel it is very important for them to function positively in a group.

RENZULLI’S ENRICHMENT TRIAD MODEL

Type 1 Enrichment Activities are designed to expose students to a wide variety of disciplines, topics, occupations, hobbies, persons, places, and events that would not be covered in a regular classroom.  Type 1 experiences can involve the following:

 Type 2 Enrichment Activities promote the development of thinking and feeling processes such as: 

 Type 3 Enrichment Activities involve pursuing “self-selected” areas (within guideline topics) for advanced content acquisition and process training in which students assume the role of first-hand inquirer.  The goals of these type activities include the following: